Active Living Perspective

Foundational Objectives

Students will:

• Exhibit a physically active lifestyle.
• Achieve and maintain a health-enhancing level of physical fitness.

Active living is a concept describing a way of life that values physical activity as an essential part of daily living. Active living places physical activity within a broader perspective of total fitness or well-being. The nature, form, frequency and intensity of physical activity is relative to each person’s ability, needs, aspirations and environment. The concept goes beyond the physiological aspects of physical activity to encompass the mental, emotional, spiritual and social dimensions that make up the entire physical activity experience. It is an integrated way of living.

This new meaning for fitness reflected changes in thinking about physical activity. Although people may have acknowledged the value of regular vigorous exercise and may have experienced the benefits of "20 to 30 minutes, a minimum of three times a week," demands on their daily lives make it difficult for many to follow through on their good intentions. They want more options that would link fitness to their daily living patterns with less emphasis on counting repetitions and measuring heart rate.

Following the summit conference, a process began that involved the Canadian fitness community in the development of a new vision and a concept to respond to this changing perspective. Fitness Canada published the results of this process, Active Living: A Conceptual Overview (Fitness Canada, 1991). The document describes active living as a way of life in which physical activity is valued and integrated into daily life.

The conceptual overview states that:

• Active living is anchored in physical activity and embraces a full spectrum of physical activities, such as walking or wheeling to work, gardening, work-related activity, ethnic dancing, fitness classes, recreational games and high performance sports. The nature, form, frequency and intensity of the activity are relative to each person’s ability, needs, aspirations and environment.

• Active living encompasses the entire experience of physical activity. It integrates the physical or bodily movement aspect of physical activity with its mental, emotional, social and spiritual dimensions.

• Active living focuses on the relevance of physical activity in daily life. How and why people are involved in daily physical activity is affected by daily schedules, environment, interactions with others, economic and social status, past experiences, changing life situations, existing social norms and values, and opinions of what constitutes a good life.

• Active living is about individual well-being. How we experience well-being is uniquely personal; it varies over time and among individuals.

The implementation of active living is guided by the following ideas:

• Active living is individual. This principle supports individual empowerment and the right of individuals to make choices and participate in collective decisions affecting how they may wish to live actively.

• Active living is social. This idea recognizes that people live in complex societies where social institutions and cultural traditions play a central role in how physical activities are conducted and experienced. Systems, processes and institutions are needed that are responsive to the changing needs, aspirations and values of Canadians.

• Active living is inclusive. Active living is the right of all Canadians, regardless of ability, age, gender, race, ethnicity, religion, socioeconomic status, education level or geographical environment. Active living is relevant and useful to communities.

• Active living goes beyond a traditional focus on individual lifestyle choices and emphasizes the physical and social environments that facilitate or hinder people’s ability and motivation to be active. These environments are shaped in the communities where people live, learn, work and play. Active living comes to life in community settings of all kinds.

• Active living is accessible and visible. You do not need sophisticated facilities and large budgets to support people’s efforts to walk, garden or commute by bicycle.

• Active living is holistic. Because it encompasses the physical, mental, social and spiritual dimensions of physical activity, it has applications in health promotion, recreation, leisure, sport, education, social services and personal development.

• Active living supports other policies and services such as the Canadian Active Living Challenge, Quality Daily Physical Education, Heart Health, Gender Equity Schools Initiative, Healthy Communities, Community Recreation.

The major components of physical fitness are muscular strength, muscular endurance, flexibility and cardiovascular endurance. Opportunities for students to develop each of these components are interwoven throughout the program. Some lessons are devoted primarily to helping children understand and apply the important fitness concepts. Experiences are provided that contribute not only to the development of physical fitness, but also to students’ understanding and appreciation of the importance of physical fitness. Activities are selected because they enhance fitness and because they are fun. Even when students have greatly improved their level of physical fitness, we cannot say we have achieved our fitness objectives unless we have fostered a positive attitude toward physical activity and a long term commitment to fitness. We measure success not by the scores students obtained on tests of physical fitness but rather by assessing their understanding of, attitudes toward and enjoyment of physical activity.

Part of the overall rationale for time allocation in the curriculum is related to the physical fitness benefits to be gained in each activity area. For example, if educational games are taught for at least 25 percent of the time, if participation levels are high, and the activities vigorous in nature, there should be significant gains in the area of cardiovascular fitness for children. Similarly, when students engage in gymnastic activities on a frequent basis they will gain in strength, particularly in upper body strength. Gymnastics also provides a fitness benefit not readily found in other areas of the curriculum, that is, the development of flexibility. A well-balanced physical education program goes a long way towards ensuring that the goal of optimum physical fitness for each student is achieved.

• Use standardized fitness tests and norms with caution—students are motivated by success rather than failure.

• Do not focus on one or two physical fitness components and neglect the others.

• Fitness activities should be enjoyable and developmentally appropriate.

• Recognize that it is easier and more common to develop strength in the lower body than in the upper body.

• Have students set individual physical fitness goals that are reasonable and in keeping with other health pursuits.

• Keep activity and participation levels high.

• Be aware of activities and exercises that are contraindicated (i.e. should be avoided) and eliminate these from your program.

• Model a healthy lifestyle and a commitment to fitness for your students.

• Do not use exercise as punishment and do not deny children their participation in physical education because of poor behaviour or lack of achievement in other subjects. Do not use physical education as a punishment or a reward. It is a legitimate subject on its own right that students are entitled to on a daily basis.

• Select activities that have value other than strictly that of fitness development so that students gain more from the activities (e.g., playing a tag game instead of running laps around the gym, or dribbling a ball with the feet/hands/stick while travelling in general space).

• Design, select and modify games and activities in order to increase the fitness benefits.

• Teach students how to design, select, modify games and activities in order to increase the fitness benefits and then encourage and provide opportunities for them to do so.

In grades 1-5, the content of the Active Living Perspective has been organized around the following concepts.

1. Regular participation in physical activity
1. Positive attitude toward physical activity
2. Benefits and effects of physical activity
3. Personal growth and development
4. Nutrition and physical activity
5. Physical activity in a natural setting
6. Safety while engaged in physical activity